• Research in Mathematical Education
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• v.1 no.2
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• pp.107-116
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• 1997

The purpose of this study is to develop a teaching/learning model for the mathematical enculturation of elementary and secondary school students. It is clear that the development of teaching and learning in the classroom is essential for the realization of global innovations in mathematics education. Research questions for this purpose are as follow: (1) What can be learned from literatures reviews of the socio-cultural perspective on mathematics education, and of ethnomathematics as a mathematics intrinsic to cultural activities? (2) What is the direction of teaching and learning from the perspective of mathematical enculturation? (3) What is the teaching /learning model for mathematical enculturation? (4) What is the instructional exemplification based on the developed model? This study promotes the establishment of mathematics education theory from the review of literatures on the socio-cultural perspective, the development of a teaching/learning model, and the instructional exemplification based on the developed model.

• Journal of Elementary Mathematics Education in Korea
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• v.2 no.1
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• pp.41-59
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• 1998

Today's gifted students will be tomorrow's leaders in goverment, economies, technology, sciences, and all other areas of human endeavor. these students have a right to partcipate in school programs that will help them reach their special potentions. The school have on obligation to provide flexible and effective programs for gifted. In this study is to know in broad generalities for identifying methods mathematics gifted, the instructional environment, teaching methods in the regular classroom, enrichment program contents, evaluating student and program contents.

• Journal of the Korean School Mathematics Society
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• v.14 no.4
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• pp.539-564
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• 2011

This study examined how elementary teachers perceive and use "problem-posing" as a way to improve students' problem-solving skills in their mathematics classrooms. In the study, a total of 193 teachers in metropolitan areas were surveyed and a subset of 4 teachers were selected for depth-interviews. Results of the study included that teachers did not have a clear understanding of the study included that teachers did not have a clear understanding of the intended meaning of "problem-posing" although many of them have heard about the idea itself. Therefore, "problem-posing" was not fully utilized in their mathematics instructional and assessment. It is suggested that there is a need to develop instructional materials and related professional development of teachers for better instruction of problem-posing in the mathematics classroom.

• School Mathematics
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• v.13 no.3
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• pp.385-404
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• 2011

Currently, reflective teaching has been actively studied in terms of teachers' professional development relating to classroom instruction. The present study looked at, using the method of a case study, the differences between a novice and an experienced elementary school mathematics teachers' beliefs demonstrated during their reflective teaching. The findings of the study show that at the intial stage of reflective teaching, the novice teacher identified few errors during class and was not enthusiastic about applying the results of her reflective teaching due to lack of confidence. By contrast, the experienced teacher identified more errors during class than the novice teacher and had fewer reflections due to a sense of confidence. As the teachers' engagement in reflective teaching increased with time, they both felt the need for advice from experts on mathematics teaching and directed their attention to interactions with their students away from teacher-centered instruction. Further, the novice teacher engaged in more teacher-student interactions than the experienced teacher, and the experienced teacher increased the frequency of teaching reflection. Based on the findings, the article suggests a number of implications for the cooperative reflective teaching between novice and experienced teachers and the improvement of classroom instruction.

• Communications of Mathematical Education
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• v.23 no.2
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• pp.231-253
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• 2009

This paper investigated the views of effective mathematics instruction on the part of teachers. The study was carried out a survey with 223 elementary school teachers in Korea. The questionnaire consisted of the following 4 main categories with a total of 48 factors: (a) the curriculum and content, (b) teaching and learning, (c) classroom environment and atmosphere, and (d) assessment. Some ideas teachers revealed about what would enable good mathematics teaching coincided with previous research. Specifically, teachers agreed with the idea of consideration of students' individual differences or focus on concepts. However, there were differences with regard to the use of technology and the importance of learning environment, which have been emphasized in mathematics education literature. Considering that the teacher plays a key role in implementing good instruction, this paper emphasizes us to attend to teachers' perspectives in order to initiate good teaching at the actual classroom.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.259-281
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• 2016

Teaching practicum plays a significant role in teacher education program because it provides pre-service teachers with an opportunity to apply what they have learned to the actual teaching contexts. As such, it needs to be conducted in terms of close collaboration between university and school. Given that, in a mathematics methods course the prospective teachers in this study had an opportunity to discuss mathematics lessons they had implemented during their teaching practicum. This paper analyzed in what ways prospective teachers' comments on elementary mathematics instruction were changed through this experience. The results of this study showed that in late comment the teachers tended to focus more on mathematical discourse, consider not only the teacher of the lesson but also students, and suggest alternative approaches on the classroom events they had noticed. It is noticeable that the results analyzed by researchers were consistent with prospective teachers' self-assessment. Building on these results, this paper provides implications of teacher preparation programs to enhance prospective teachers' ability to analyze elementary mathematics lessons.

• Research in Mathematical Education
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• v.7 no.1
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• pp.25-40
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• 2003

In order to provide pre-service teachers with rich contexts for learning to teach mathematics, teacher education programs usually combine a mathematics methods course with clinical teaching experiences. This paper explores a student-teacher's experience of loaming to teach mathematics by observing one mathematics methods course she was enrolled in and her actual classroom teaching. In particular, this ethnographic case study examines how the student-teacher understands and applies messages from the methods course to her teaching practices. Some differences emerge with regard to ideas and practices. The underlying factors for explaining the gaps are discussed. Finally, this paper provides some implications for pre-service teacher education.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.3
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• pp.399-424
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• 2014

Although teacher preparation programs are important for prospective teachers to build a foundation of teaching expertise, there has been lack of research in this area. This paper analyzed in what ways prospective teachers' ability in describing and commenting on elementary mathematics instruction has been changed while they were taking in the course of teaching elementary school mathematics. The results of this study showed that in late description the teachers tended to notice the core flow of a lesson and the use of instructional strategies appropriate to the mathematical content to be taught. They also tended to comment on instructional strategies and mathematical discourse from the teacher's perspective and evaluated them without alternative approaches. A noticeable change occurred in late comments wherein prospective teachers considered both the teacher and students, supported their comments by theories they had learned through the course, and interpreted the classroom events they had noticed. Building on these results, this paper closes with implications of teacher education programs to enhance prospective teachers' ability to analyze elementary mathematics lessons.

• East Asian mathematical journal
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• v.37 no.2
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• pp.245-262
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• 2021

This study describes a sixth-grade teacher's professional development journey through action research for improving students' responses in a mathematics class. In the action research, the influence a teacher's questioning tactics would have on students' ability to determine answer reasonability to mathematics problems was investigated. Drawing on qualitative analysis of the teacher's lessons, reflection journal and interviews as well as the classroom students' questionnaires and interviews, this study examines how action research can affect the teacher and the classroom students. The results suggest the popularization of action research among teachers by teacher training and development programs showing the positive changes in the teacher's performance leading to improved student responses.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.487-521
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• 2010

The purpose of this study was to investigate and analyze the effect of mathematics teaching experience during the teaching practicum on pre-service elementary teachers' beliefs about mathematics. The conclusions drawn from the entire research were, as follow: First, it can be said that mathematics teaching experience during the teaching practicum has a significant effect on the change of pre-service elementary teachers' beliefs about mathematics. Specifically, the teaching experience during the teaching practicum has statistically significantly negative effects(p=.05) on pre-service elementary teachers' beliefs about the teaching mathematics. Second, the factors which help pre-service elementary teachers the most in preparing for mathematics classes are collaborating teachers in charge of supervising them, the teacher's guidebook and materials acquired from the Internet. Third, pre-service elementary teachers are well aware of the importance of understanding students and emphasize concrete manipulative activities, but experience lots of failures due to difficulty of drawing students' attention. Fourth, collaborating teachers do not play a significant role in helping pre-service elementary teachers develop and change their beliefs about mathematics positively. The advise given by collaborating teachers to pre-service elementary teachers is mostly about simple techniques of managing the classroom. So, collaborating teachers do not affect significantly and positively on the change of pre-service elementary teachers' beliefs. Fifth, regardless of their belief tendency, pre-service elementary teachers teach more confidently and feel more satisfactory when they prepared for classes more thoughtfully and understanded students more deeply.